Bibliography: New Mexico (page 009 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jeanmarie Keim, Marlene Medrano, Julie Dyke Ford, Robert W. Elliott, Frances Vitali, Alliance for Excellent Education, Michael L. Trujillo, Tribal College Journal of American Indian Higher Education, Barbara Dupre, and Glen McCarthy.

McCarthy, Glen (2013). Is All-State Guitar in Your State's Future?, Teaching Music. The growth of guitar education in schools has been dramatic. From regional, specialized, and isolated programs just a few years ago to a broad-based movement with strong support from administrators, parents, and students, guitar classes are taught today all over North America. Colleges now offer guitar education. A dramatic indicator of guitar's growing popularity is the emerging trend of all-state guitar ensembles. In January 2010, New Mexico became the first state to include a guitar ensemble in its all-state music festival. Months later, Florida included a guitar ensemble in its state MEA conference. Other states are considering guitar in all-state, so the author puts some questions to two teachers who already have experience in this area: Ed Prasse from Leon High School in Tallahassee and John Truitt from Albuquerque Academy. This article presents what they had to share.   [More]  Descriptors: Music, Musical Instruments, Music Education, Music Teachers

Medrano, Marlene; Borgrink, Henry (2007). New Mexico Student Dropout Report, 2005-2006. Revised, New Mexico Public Education Department. The New Mexico Dropout Report is published annually to provide information for educators, parents, legislators, and other interested parties on the status of education in New Mexico. This report describes the extent and nature of the school dropout dilemma in the state, providing information on the numbers and percentages of dropouts by grade, gender, ethnicity, and reason for dropping out of school. For the past 10 years, the Public Education Department has worked cooperatively with the National Center for Education Statistics (NCES) to establish national definitions and formulas that make dropout data collection comparable across states. The task of establishing national standards requires the continual assessment and updating of procedures and methodologies to ensure consistent and reliable dropout data. The information provided in this report is generated using the methodology prescribed by NCES. An explanation of the methodology is included. Schools in New Mexico are actively pursuing programs and strategies to meet the needs of at-risk students. Several school districts have also established agreements with outside agencies to jointly provide for the educational and social needs of students who are at risk of dropping out. However, New Mexico schools continue to be challenged in obtaining the resources required to meet the needs of at-risk students. (Contains 15 figures and 5 tables.) [For 2004-2005 report, see ED500388.]   [More]  Descriptors: Age Differences, Dropout Rate, Dropouts, National Standards

Barberà, Elena; Gómez-Rey, Pilar; Fernández-Navarro, Francisco (2016). A Cross-National Study of Teacher's Perceptions of Online Learning Success, Open Learning. This study examines success factors in online learning from the instructors' perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs-process-outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.   [More]  Descriptors: Teacher Attitudes, Online Courses, Academic Achievement, Open Universities

Appleseed (2008). Striving for the Best: New Mexico's Need to Strengthen Parent Involvement in Public Schools. NCLB and Recommendations Regarding the Vital Role of Parents and Guardians in Achieving Student and School Success. Parent involvement in New Mexico, and around the nation, is an essential element in the success of students and their schools. This simple point anchors the federal law known as the "No Child Left Behind Act of 2001" ("NCLB"). NCLB establishes state, district and school requirements designed to promote more effective parent involvement. The belief is this: if schools provide clear, meaningful performance data to parents, then parents will become better school partners, decision-makers and advocates for their children. The law also reflects the view that effective parent involvement spurs improvements in student learning. The focus on effective parent involvement as a way to boost overall achievement is supported by a long string of social science research and by the stories of schools that beat the odds. This research establishes that increased parent involvement boosts student achievement. Connected parents also maintain formal and informal communication channels with administrators, teachers, and fellow parents. These findings are particularly poignant for parents who live in poverty, or whose first language is not English, or who battle daily a variety of steep and draining obstacles. New Mexico with its vast Spanish-speaking and Native American Indian populations and wide swaths of families with pitiful incomes, could use the academic uplift that parents bring to the classroom. In 2005, Appleseed embarked on an examination of federal, state and local policies and practices on parent involvement in six states including New Mexico. The idea was to gather on-the-ground perspectives and information, based on more than four years of experience implementing NCLB. Now, in 2008, Appleseed has revisited New Mexico to determine the progress that has been made in implementing the parent involvement provisions of NCLB and to identify areas in which current efforts in New Mexico might be bolstered. It is Appleseed's hope that these perspectives, along with the information in this report, will enhance state, district and school efforts to promote effective parent involvement. The report should also provide key information to state and local policymakers, who constantly face the challenge of how best to structure, prioritize and fund public education. Appended are: (1) 2008 Quick Facts Adequate Yearly Progress and Designations; (2) Summary of New Mexico School System Parent Involvement Policies; and (3) Summary of Albuquerque Schools' Parent Involvement Policies.   [More]  Descriptors: Academic Achievement, Federal Programs, Disadvantaged Youth, Educational Improvement

Olguin, David L.; Keim, Jeanmarie (2009). Using Stakeholders as Career Bridges to Advance Students' Academic Performance: How Would You Like Your Stake?, Journal of School Counseling. The New Mexico Next Step Plan, a postsecondary career transition plan for grades 8 through 12, aims to enhance relationships between all educational stakeholders: students, parents/caregivers, community, and administrators. These stakeholder relationships are intended to close the achievement gap among all students, in particular, ethnic youth. Professional school counselors need to lead this charge. Qualitative feedback from a survey and a compliance audit demonstrate how the school counseling curriculum can utilize stakeholders in career development activities to promote students' academic success.   [More]  Descriptors: School Counseling, School Counselors, Career Development, Stakeholders

Trujillo, Michael L. (2008). Onate's Foot: Remembering and Dismembering in Northern New Mexico, Aztlan: A Journal of Chicano Studies. This essay analyzes the historical construction of "Spanish" icons in northern New Mexico and the complex Hispanic and Chicano identities they both evoke and mask. It focuses on the January 1998 vandalism of a statue depicting New Mexico's first Spanish colonial governor, Don Juan de Onate. The removal of the Onate statue's foot references a brutal colonial encounter in 1599, when Onate ordered the amputation of one foot each from Pueblo men in the rebellious Native American village of Acoma. In this case study, national and regional narratives as well as self-consciously oppositional narratives collude, conflict, and supplement one another. I conclude that the vandalized statue offers a dynamic and "open" icon that powerfully represents the contradictions of New Mexican Chicana/o identity, shedding light on the complex and contradictory identities of all Mexican-origin peoples in the United States.   [More]  Descriptors: Mexican Americans, American Indians, Mexicans, United States History

Dupre, Barbara (2004). Defusing Difference through Drama, Voices from the Middle. Involvement with the Wrinkle Writing Program at the University of New Mexico led Dupre to encourage playwriting in her classroom as a means to understand and respect differences.   [More]  Descriptors: Drama, Playwriting, Individual Differences, Student Attitudes

Alliance for Excellent Education (2011). Education and the Economy: Boosting New Mexico's Economy by Improving High School Graduation Rates. Building on its previous work examining education and the economy, the Alliance for Excellent Education (the Alliance), with generous support from State Farm[R], analyzed the economies of all fifty states and the District of Columbia to determine the economic benefits that states could see by improving high school graduation rates. Using a sophisticated economic model developed by Economic Modeling Specialists Inc., an economics firm specializing in socioeconomic impact tools, the Alliance calculated economic projections for each state. The findings presented in this document clearly demonstrate that the best economic stimulus package is a high school diploma. In New Mexico, an estimated 13,400 students dropped out from the Class of 2010 at great costs to themselves and to their communities. Cutting that number of dropouts in half for this single high school class could result in tremendous economic benefits to the state. This report presents the economic benefits that would likely occur if half of New Mexico's non-graduates from the Class of 2010 had graduated with their high school class. (Contains 4 footnotes.) [For the main report, "Education and the Economy: Boosting the Nation's Economy by Improving High School Graduation Rates," see ED517973.]   [More]  Descriptors: Economic Climate, High School Students, Dropouts, Human Capital

DeGroot, Joanna (2009). Organizing a Practice Session for Maximum Effectiveness, Teaching Music. According to Jason Paulk, director of choral activities at Eastern New Mexico University, progress is made during those in-between times and that progress magnifies with efficient time spent alone. Paulk is a firm believer in the importance of singers organizing their practice sessions, and he details some effective organization methods, including purposeful practice, reasonable goal-setting; maintaining a practice log for self-evaluation; and not worrying about technical mistakes.   [More]  Descriptors: Drills (Practice), Singing, Music Education, Goal Orientation

McClure, Beverlee J. (2006). Faculty Study: New Mexico Higher Education Institutions Compared with Regional Peers. Gap Analysis, New Mexico Higher Education Department. This study addresses concerns regarding compensation disparities between New Mexico institutions and their peers. A recommended adjustment schedule with fiscal requirements is included, but not specific recommendations for faculty at individual institutions. The average salaries for New Mexico institutions were compared with regional peers to identify gaps in faculty compensation. The differences between each New Mexico institution and its peer average is in turn weighted by the number of New Mexico faculty in each rank category to estimate the funds required to bring those salaries to approximate the average of their peers. These institution specific amounts are then summed to provide an estimated minimum allocation required to accomplish this goal. This amount is spread out over a four year implementation schedule, which includes expected inflation in peer salaries, in order to meet the peer average in a reasonable time with reasonable increases in salary expenditures. Community college salaries were compared to the average for all New Mexico community colleges, which is dominated by Central New Mexico College. Those below the state average were identified as having a salary gap. The case of Northern New Mexico College is unique in that the institution is in transition as it expands its mission to include bachelor's and graduate degrees. A number of bachelors and graduate programs are proposed which will require additional faculty with terminal degrees: those individuals are included separately with the assumption they will be hired at the peer average for assistant professors at other comprehensive universities. The Higher Education Department estimates correcting the current difference between salaries at New Mexico institutions and their peer averages will require an estimated $25,218,000 in additional funding. Assuming this will occur over 4 years requires additional funds to off set an anticipated salary inflation of 3.5%, bringing the amount to approximately $28,750,000. This will require an annual allocation of $7,200,000 to allow the institutions to approximate the average salaries of their peers. All valves assume the inclusion of benefits in the calculations. (Contains 15 tables.) [This document was published by the New Mexico Higher Education Department for the Legislative Education Study Committee.]   [More]  Descriptors: Teacher Salaries, Higher Education, Community Colleges, Economic Climate

Tribal College Journal of American Indian Higher Education (2016). Federal Grants Drive STEM Curricula at SIPI. First established in 1971, Southwestern Indian Polytechnic Institute (SIPI) in Albuquerque, New Mexico, is one of two tribal colleges that the Bureau of Indian Education (BIE) operates and funds. SIPI offers a variety of certificate and two-year associate's degree programs, but its primary curricular focus remains the science, technology, engineering, and math (STEM) fields. Pre-engineering, computer-aided drafting and design, network management, geospatial information technology, and natural resources are among the programs available at SIPI. SIPI's operating budget falls under the umbrella of the U.S. Department of the Interior, which in turn is subject to the congressional appropriations process. Recent political gridlock at the federal level has led to appropriations disputes, leaving SIPI with a lean and uncertain budget that covers little more than basic operations. Nevertheless, due to the work of dedicated faculty and a handful of large grants from NASA and the National Science Foundation, SIPI has developed state-of-the-art programs in engineering and engineering technology.   [More]  Descriptors: Tribally Controlled Education, Colleges, STEM Education, Grants

Elliott, Robert W.; Oliver, Diane E. (2016). Linking Faculty Development to Community College Student Achievement: A Mixed Methods Approach, Community College Journal of Research and Practice. Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.   [More]  Descriptors: Mixed Methods Research, Faculty Development, Two Year College Students, Community Colleges

Snowball, LaVinia Pauline (2009). "Speak from Your Heart": Students Grow at AIHEC Leadership Training, Tribal College Journal of American Indian Higher Education. This article describes the activities during the annual Summer Student Leadership Training held July 8-10, 2009, in Santa Fe, New Mexico. The leadership training was attended by thirty-five students from 12 tribal colleges and universities. It was presented by the American Indian Higher Education Consortium (AIHEC) Student Congress at the Institute of American Indian Arts (IAIA) Center for Lifelong Education and funded by a grant from the Coca-Cola Foundation to the American Indian College Fund.   [More]  Descriptors: American Indians, American Indian Education, Leadership Training, Lifelong Learning

Ford, Julie Dyke (2012). Integrating Communication into Engineering Curricula: An Interdisciplinary Approach to Facilitating Transfer at New Mexico Institute of Mining and Technology, Composition Forum. This program profile describes a new approach towards integrating communication within Mechanical Engineering curricula. The author, who holds a joint appointment between Technical Communication and Mechanical Engineering at New Mexico Institute of Mining and Technology, has been collaborating with Mechanical Engineering colleagues to establish a department-wide program with the goal of facilitating transfer of rhetorical instruction to engineering deliverables involving written and oral communication. To carry out this goal, the program incorporates a set of best practices informed by prior research in the areas of knowledge transfer, writing studies, and educational theory. These best practices and the theories informing them are described in this profile. In addition, the author offers preliminary lessons learned and presents implications for writing faculty interested in facilitating transfer through interdisciplinary initiatives.   [More]  Descriptors: Profiles, Interdisciplinary Approach, Engineering Education, Speech Communication

Vitali, Frances (2016). Teaching with Stories as the Content and Context for Learning, Global Education Review. Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.   [More]  Descriptors: Undergraduate Students, Teacher Education, Oral History, Practicums

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